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Hawaii Paci f ic University THEA  1000  Introduction  to  Theater/  

Acting  Approaches     Section  A  

Fall,  2013        Tuesday/Thursday    10:50-­‐12:15  am                              MP  411  

 

 

Symbolist  Shakespeare:    Edward  Gordon  Craigʻs  1908  design  for  his  collaboration  with  Konstantin  Stanislavski,  the  Moscow  Art  Theatreʻs  production  of  Hamlet            

photo  wikipedia.org  

Welcome!  

Welcome  to  Theatre  1000.    While  you  might  think  you  don’t  know  anything  about  this  subject,  that  this  subject  doesn’t  matter,  and  that  this  subject  has  no  significance  to  your  life,  I  ask  you  to  please  keep  an  open  mind  and  trust  yourself  to  navigate  the  material  in  a  meaningful  way.    I  will  do  everything  I  can  to  ensure  the  upcoming  weeks  will  be  a  stimulating  experience  for  all  of  us.    Together,  I  am  confident  we  will  have  a  rewarding  experience.  –  Dr.  Chin  

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Facilitator:   Mary  Parham  Chin,  MFA;  PhD      (Bio-­‐data  is  on  Blackboard)       Through  Blackboard  course  mail  or  mchin@hpu.edu    

    Text  808  223  4534;  Residence  telephone:  808  529  0930  

Office  Hours:    Please  contact  Dr.  Chin  to  arrange  a  time  and  place  that  is  mutually  convenient  (Starbucks?)  

E-­‐Mail:    All  the  class  correspondence  should  be  done  using  the  Course  Mail  tool.    When  in  your  Blackboard  class,  click  the  Course  Mail  button,  select  Create  Message,  then  click  TO:  Window.    The  system  will  show  the  list  of  all  students  enrolled  in  this  class  and  the  name  of  your  instructor.    

Select  the  recipient  by  clicking  the  name  and  then  click  the  arrow  pointing  to  the  right  side  –  it  will  move  the  name  of  the  person  to  the  Recipient  side,  compose  a  message,  and  click  Submit  to  send  it.    

If  the  system  is  down,  use  the  alternate  outside  e-­‐mail  above.  

Please  note:    Dr.  Chin  will  respond  to  all  postings  in  within  the  Blackboard  course  mail  within  24  hours.    Should  you  need  immediate  assistance,  please  do  not  hesitate  to  text  or  call  Dr.  Chin  at  the  numbers  above.    Dr.  Chin  looks  forward  to  your  telephone  calls  up  to  10:00  p.m.  

 Course  description:    A  comprehensive  survey  course  of  all  aspects  of  theater  with  a  focus  on  students  experiencing  acting.    Performance  is  based  upon  the  people  that  “did  it”  so  the  course  includes  a  broad  introduction  to  theatre  history  and  includes  reading  plays,  studying  playwrights  and  theorists  from  significant  eras  in  Western  drama,  recognizing  the  changing  roles  of  theater  in  society,  the  importance  and  role  of  the  audience,  and  the  collaborative  process  involved  in  transforming  the  play  into  a  staged  production.    Students  will  each  “act”  a  role  (memorize  lines  and  move  onstage)  as  part  of  this  experience.        Course  prerequisite:      None    

General  Education  Requirement:      This  course  is  classified  under  the  Values  and  Choices  Theme  and  meets  the  requirement  for  a  course  in  Values  and  Choices  B:  Social  Choice.    The  course  also  satisfies  the  Art,  Aesthetics  and  Creativity  requirement.  

General  Education  Student  Learning  Outcomes  and  the  Five  Themes:  HPU’s  general  education  curriculum  is  focused  around  five  themes.  This  course  emphasizes  the  Values  and  Choices  Theme  and  provides  students  with  opportunities  to  achieve  the  following  related  general  education  student  learning  outcomes.  

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In  the  course,  students  will:  

• Analyze  the  interrelationships  among  beliefs,  choices,  and  cultural,  social  and  /or  scientific  institutions  and  practices.    

• Understand  and  analyze  the  range  of  consequences  that  follow  from  a  choice,  policy,  or  course  of  action.  Students  consider  the  relationship  between  the  outcomes  and  the  choices  and  actions  of  characters  included  in  both  course  readings  and  within  the  roles  performed  by  themselves,  with  consideration  of  their  relevance  to  life  today.      

• Develop  an  appreciation  for  aesthetic  expression  and  achievement  through  the  study,  performance  and  production  of  the  arts.    This  course  is  about  the  art  of  theatre.    Students  read  scripts;  view  and  critique  live  performances,  and  produce  theatre  performance  themselves.  

The  course  also  addresses  the  Communication  Skills  Theme  by  providing  students  with  opportunities  to  achieve  the  following  related  general  education  student  learning  outcomes:  

• Students  will  analyze  the  way  people  communicate  within  and  across  cultures,  genders,  generations,  and  organizations  and  develop  skills  in  communicating  across  these  domains.  Students  read  scripts  from  different  time  periods,  cultures  and  viewpoints.      Students  will  share  knowledge  with  one  another  and  collaborate  in  small  groups  to  design  and  perform  (act)  a  scene  from  a  play.      

 In  addition  to  addressing  the  student  outcomes  related  to  Values  and  Choices  and  Communication  Skills  listed  above,  the  course  is  also  relevant  to  some  of  the  five  themes  in  the  following  ways:      Communication  Skills:    This  course  improves  communication  skills  through  partner  projects,  group  collaboration,  and  classroom  discussion.    World  Cultures:  The  students’  understanding  of  world  cultures  is  expanded  through  study  of  Ancient  Greek/Roman,  European,  and  American  societies  as  interpreted  through  theatre  art.    This  course  also  includes  an  Asian  Theatre  component.  

 Text  and  Readings  

Text:    The  Essential  Theatre  by  Oscar  G.  Brockett  and  Robert  J.  Ball.    (Most  recent  edition)  

e-­‐book  http://www.coursesmart.com/the-­‐essential-­‐theatre-­‐enhanced-­‐10th-­‐edition/brockett-­‐ball/dp/9781133307280    

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 Rental  (not  sure  how  long  it  will  take  to  ship!)  http://www.chegg.com/textbooks/the-­‐essential-­‐theatre-­‐10th-­‐edition-­‐9780495807971-­‐0495807974?trackid=2b14e248&ii=1  

Books  may  be  available  at  the  HPU  Bookstore  at  the  campus  where  this  course  is  offered  (Downtown  or  Hawaii  Loa)  and  online  (all  campuses)  at  www.hpu.bncollege.com.    Rentals  and  eBooks  are  available  for  many  of  the  course  materials.    You  can  contact  the  HPU  Bookstore  at  808.544.0290  if  you  have  any  questions.    Readings:    Links  to  plays  will  be  provided  on  Blackboard.    If  necessary,  Dr.  Chin  will  provide  a  scan  for  download.    There  should  be  no  additional  cost  for  the  play  readings  in  this  course.   Class  Rules  and  Policies    

Assignments  and  mode  of  evaluation    Dr.  Chin  is  a  facilitator  who  guides  the  learner  throughout  the  process  of  gaining  knowledge.    Assignments  and  projects  are  student  focused  and  learning  occurs  through  both  individual  and  team  formats;  a  number  of  the  assignments  are  project  based.    Each  assignment  carries  a  number  of  points.    Guided  by  Dr.  Chin  and  a  rubric,  students  have  the  opportunity  to  earn  all  the  points  possible  for  each  assignment/  activity.    A  running  total  of  “points  earned”  is  maintained  and  regularly  updated  as  points  are  earned.    Each  learner  knows  at  all  times  his/her  “standing”  in  the  course.    At  the  end  of  the  course,  the  point  total  is  converted  to  a  “grade”  in  accordance  with  HPU  policy.    Project  presentations  are  in  lieu  of  mid-­‐term  and  final  exams.    Each  assignment  has  unique  parameters  and  expectations.    The  parameters  and  expectations  will  be  uploaded  on  Blackboard  and  discussed  in  class  well  in  advance  of  the  assignment’s  due  date.    Students  are  encouraged  to  seek  guidance  from  Dr.  Chin  should  questions  or  the  need  for  clarification  arise.    Rubrics  are  used  for  assessment  and  are  posted  along  with  the  assignment.        

The  best  possible  outcome  of  this  course  is  that  students  experience  a  shift  in  their  perception  and  begin  to  “see”  the  world,  as  a  performing  artist  perceives  it.  

Summary  of  important  dates  and  deadlines   Specific  presentation  dates  will  be  determined  by  the  students  and  Dr.  Chin,  together.    Deliverables  for  each  week  are  posted  on  Blackboard.    Please  check  Blackboard  daily  for  updates  and  changes.  

Schedule  of  Events   A  detailed  weekly  schedule  of  readings  and  events  is  on  Blackboard.    The  daily  schedule  is  subject  to  change  based  upon  the  needs  of  the  class.  

Assignments   Students  will  be  challenged  by  the  following  activities:      

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1.    Being  There  and  Engaged:   Students  are  expected  to  “Be  There  and  Engaged”  by  attending  class  regularly  and,  when  in  class,  being  a  part  of  the  class.    When  a  person  is  interacting  with  his/her  computer,  texting  on  his/her  phone,  or  if  his/her  attention  and  focus  is  engaged  on  something/someplace  other  than  class,  then  that  student  is  simply  “not  there.”    Students  earn  points  for  each  class  session  attended,  but  bodily  presence  does  not  constitute  “Being  There  and  Engaged.”    If  a  student  is  “bodily”  present,  but  not  “there  and  engaged,”  it  is  simply  not  possible  for  the  student  to  earn  a  point  for  that  class  session.  

2.      Partner  project:  PowerPoint  presentation.    Students  will  focus  on  theatre  production  during  a  specific  time  period  by  conducting  research,  preparing  a  PPTX,  orally  presenting  the  information  to  the  class,  and  compiling  questions  from  the  material  that  will  become  a  part  of  the  “traditional”  exam.    This  assignment  will  be  fully  explored  in  class;  here  is  the  assessment  rubric:  

Rubric: ART 1000 Partner Project on:  

History of Theatre Experience: Understanding Acting

Worth 20 Points Student’s Names

Content 15 Points Points Earned

Worth 6 points: The characteristics of the topics are identified and explained.

The theatre of the given time period is presented within the following context(s) that surrounded the production of the work: • Politics/Society (worth 2points) • Literature (worth 2 points) • Architecture (worth 2 points) • Any other context the partners deem important To reiterate, connections are made between performance and the actions of humans going on at the time the theatre art was produced. Reactions to or comparison/contrast with previous movements are made as necessary.

Worth 3 points: Visuals are presented that support or enhance the description of major points.

The theatre of a time period is explained with special attention given to how it reflects or defines the time period or location.

Worth 2 points: One YouTube (or other) is included into the PPTX to enhance understanding of performance, theatre architecture, or other relevant aspect of the theatrical conventions of the time period. This “moving segment” is within the 3-5 minute range. Worth 4 points:

Presentation consists of 15-- 20 slides appropriate for the speaker’s audience (worth 1 point.) Both partners speak; both partners know all of the content (worth 1 point.) The presentation includes at least three scholarly, academically acceptable references in addition to our text to support the content (worth 2 points).

It is evident that both partners participated in the production of the presentation. If one partner is absent, the presentation could be done entirely by the other

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partner. All key elements of the assignment are covered in a substantive manner. The content is comprehensive, accurate, and /or persuasive. Major points are stated clearly and are supported by specific details, examples, or analysis. The presentation is rehearsed; all presenters are prepared and comfortable.

Organization / Development 2 Points Points Earned

The presentation develops a central theme or idea, directed toward the appropriate audience.

The introduction provides sufficient background on the topic and previews major points.

The conclusion is logical and reviews the major points.

Visual transitions are logical and maintain the flow throughout the presentation.

The tone is appropriate to the content and assignment. Mechanics 3 Points Points Earned

Citations of original works within the body of the presentation follow APA or MLA guidelines; visuals have citations.

Rules of grammar, usage, and punctuation are followed. Spelling is correct; it follows the spelling of conventions of Standard American English. Visuals are appropriatey selected and properly “pixilated” so that they are neither fuzzy nor distorted.

The presentation is laid out with effective use of headings, font styles, and white space.

Text is limited to approximately five lines with approximately five words per bulleted item. The bullet points are complete, clear, concise, and varied. Font style and size is appropriate. “Moving” figures or other animation add to rather than detract from the presentation. “Fancy” transitions between visuals do not distract from the speakers or content.

Total 20 Points Points Earned

Dr. Chin’s Comments:

 

3.    Exam:    A  “traditional”  opportunity  for  students  to  provide  a  written  understanding  of  terms  and  concepts  is  provided  within  this  course.  

4.  Individual  project:    Production  Analysis/”Critique”.    Students  will  attend  the  HPU  production  of  Tartuffe  and  submit  a  written  analysis  of  the  production.    This  assignment  will  be  fully  explored  in  class;  here  is  the  assessment  rubric:  

Rubric  for  the  Critique  of  Tartuffe  

Presented  by  HPU’s  Theatre  Department,  November  –  December  2013  

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Worth  10  Points   Student’s  Name:    

Tartuffe    

Content    Worth  6  Points   Points  Earned  

The  review  describes  the  given  circumstances  and  relates  how  these  circumstances  are  communicated  to  the  audience.  Worth  1  point  

 

The  review  describes  what  this  play  is  about  and  identifies  the  dominant  tone  (comedy/tragedy/  farce/melodrama  etc.)    Worth  1  point  

 

The  essential  traits  of  the  major  characters  are  identified;  comments  relative  to  the  effectiveness  of  the  actors  in  illuminating  the  character  traits  are  included.    Worth  1  point  

 

Major  ideas  are  discussed.    Worth  1  point    

Any  important  historical  details  relative  to  an  understanding  of  Tartuffe  are  included.    Worth  1  point.  

 

The  review  offers  a  fair  analysis  of  the  success  of  the  production:    was  theatre  art  created?    How  well  did  the  reviewer  think  this  creation  was  done?    Justification  for  the  reviewer’s  opinion  is  given.    Worth  1  point.  

 

Mechanics    Worth  4  Points    

The  date  the  reviewer  attended  the  performance  is  noted;  a  program  is  attached.    Worth  1  point.  

 

Rules  of  American  English  grammar,  usage,  and  punctuation  are  followed.    Worth  1  point.  

 

Spelling  is  correct.    Worth  1  point.        

The  review  is  submitted  as  a  “hard  copy”  in  an  acceptable  scholarly  format  (APA,  MLA  or  European  scholarly  form)  to  include  standard  font,  margins,  paper,  etc.      Worth  1  point.  

 

 

 

5.  Collaborative  Success:    Increasing  Intelligence  Team  charter.    Students  will  analyze  the  various  roles  necessary  to  “make  theatre  work”  and  create  a  plan  to  support  the  successful  production  of  a  theatrical  performance.    Here  is  a  sample  charter;  you  will  adapt  it  to  suit  your  purposes:      

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Hawaii-Pacific University Increasing Intelligence Team (IIT) Charter Template Mary Chin, MFA; PhD Please adjust this template to your IIT’s needs. All Areas in blue need your attention. All areas in black can remain as they are. Delete the word “Template” above.

Project  Title  Theatre  Production  Team  Project      

Instructor  Mary  Chin,  MFA;  PhD  

Team  Name    

Team  Members/Personal  Information  Name     Phone     Facebook     Email  

Minnie  Mouse     808-­‐XXX-­‐XXXX         mm@yahoo.com  

Goofy     808-­‐XXX-­‐XXXX         goofy@hpu.edu  

Popeye  the  Sailor  Man  

  909-­‐XXX-­‐XXXX         eyepop@aol.com  

Frodo  Baggins     808-­‐XXX-­‐XXXX         Frodo@yahoo.com  

Team  Member  Skill  Inventory  

(Areas  individual  members  can  contribute/want  to  develop)    

Team  Member   Strengths     What  I  Hope  to  Improve    Goofy   My  Strength  is  that  I  am  organized,  I  

listen  to  others  and  add  my  opinion  if  necessary.    I  help  others  if  asked.  

I  need  to  improve  on  verbal  presentation,  I  think  of  the  team  first,  but  don’t  motivate  others  

Minnie   Public  speaking,  leadership  skills,  bi-­‐lingual.  

Keep  my  mouth  shut  and  give  others  a  chance.      

Popeye   Organizational,  dependable,  time  management,  commitment.  

More  flexibility  and  “open-­‐ness”  to  changes.    Become  more  creative  and  better  critical  thinker.  

Frodo   I  have  good  computer  and  research  skills.    I  am  very  skilled  with  PowerPoint.  

I  need  to  improve  on  time  management.    I  put  things  off  until  the  last  minute.  

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Increasing  Intelligence  Team  Goals  (May  include  project  assignment  goals,  group  process  goals,  quality  level  goals,  etc.)    To  become  successful  as  a  team,  the  IIT  must  collaborate  and  brainstorm  to  reach  the  highest  goals  to  success.    We  must  utilize  each  other’s  strengths  and  assist  each  other  in  shared  areas  of  improvement.    What  are  potential  barriers  to  the  achievement  of  these  goals?      Schedule  conflicts  to  meet  in  person,  unforeseen  emergencies,  and  miscommunication.    Ground  Rules  (Meeting  schedule,  locations,  attendance  expectations,  agenda,  assignment  completion,  etc.)  

• Meetings  to  be  conducted  in  person.    o In-­‐person  meetings  will  be  held  at  (Starbucks,  Sharkyʻs  Cove  Student  Center,  Downtown  

on  ______  at  _______o’clock?)              NOTE:    All  team  meetings  must  be  listed  here.  o For  in-­‐person  meetings:  because  we’re  scheduling  our  in-­‐person  meetings  in  advance,  

every  IIT  member  must  be  in  attendance.  • If  due  to  an  emergency,  an  IIT  member  cannot  attend  the  in-­‐person  meeting,  she/he  must  do  

the  following:  o IIT  member  must  call  the  designated  Team  Leader  and  another  IIT  member  to  let  them  

know  they  will  not  be  able  to  make  it.  o It  is  that  IIT  member’s  responsibility  to  touch  bases  with  the  Team  Leader  to  let  him/her  

know  how  they  are  doing,  etc.  • Everyone  to  contribute  equally.  

o It  is  each  IIT  member’s  responsibility  is  to  make  sure  that  he/she  checks  their  personal  e-­‐mail/Facebook  (?)  page  on  a  daily  basis  and  responds  to  all  e-­‐mails  especially  where  a  decision  or  consensus  needs  to  be  made.  

• FIRST  TEAM  MEETING.    At  the  first  team  meeting,  this  charter  will  be  discussed  and  the  play  will  be  determined.  A  preliminary  discussion  of  the  roles  each  person  will  assume  for  the  project  will  take  place.    The  team  will  determine  the  dates,  places,  and  times  where  the  entire  team  will  gather  to  plan  and  rehearse.    Note:    this  meeting  will  take  place  during  class  time.    The  team  charter  will  be  submitted  to  Dr.  Chin  within  24  hours  of  this  meeting.  

• SECOND  TEAM  MEETING.    After  discussion,  team  members  will  volunteer  to  “tackle”  various  responsibilities  of  the  assignment.    A  team  leader  for  the  next  meeting  will  be  chosen.      

• THIRD  TEAM  MEETING.      The  team  will  analyze  each  other’s  work.    Discussion  will  ensue  and  ideas  for  improvement  as  well  as  “kudos”  for  excellent  work  will  be  shared.    Team  members  discuss  each  other’s  portion  of  the  project  and  work  together  on  the  next  step.    “Missing”  areas  and  areas  that  need  additional  work  will  be  addressed.    Team  members  will  work  together,  sharing  the  responsibility,  to  make  sure  all  required  elements  of  the  production,  as  determined  by  the  team,  are  addressed.    A  team  leader  for  the  fourth  team  meeting  is  selected.  

• FOURTH  TEAM  MEETING.    Work  continues.    Actual  rehearsals  begin.    A  team  leader  for  the  fifth  team  meeting  is  selected.    Additional  meetings  and  leaders  for  these  meetings  are  determined.  

• FIFTH  TEAM  MEETING.    Work  continues.    Actual  rehearsals  continue.    A  team  leader  for  the  sixth  team  meeting  is  selected.    Additional  meetings  and  leaders  for  these  meetings  are  determined.  

• SIXTH  TEAM  MEETING.    Work  continues.    Actual  rehearsals  continue.    Additional  meetings  and  leaders  for  these  meetings  are  determined.  

• NOTE:    ANY  NUMBER  OF  TEAM  MEETINGS  MAY  BE  SCHEDULED  DEPENDENT  UPON  THE  NEEDS  OF  THE  TEAM.    YOU  MAY  HAVE  MORE  THAN  SIX  MEETINGS,  BUT  NO  LESS  THAN  SIX  MEETINGS.  

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• Majority  rule.    If  a  group  decision/consensus  needs  to  be  made,  the  Team  Leader  at  that  time  will  send  out  an  email/notice  to  each  IIT  member  on  his/her  personal  e-­‐mail  address.  

o Team  leader  will  provide  date  and  time  on  when  everyone  needs  to  submit  his/her  feedback/vote.  

o Team  Leader  and/or  designated  Co-­‐Leader  will  also  follow-­‐up  with  a  phone  call  to  each  IIT  member  to  remind  him/her  to  submit  their  feedback/vote  by  deadline  date/time.  

o For  those  IIT  members  that  fail  to  respond  back  by  the  designated  deadline  date/time;  the  majority  vote  (that  was  submitted  on  time)  will  prevail.      

• Respect  the  diversity  of  personalities  in  our  group.    Remember  to  think  differently  from  the  way  you  expect  and  perceive.    Consider  how  your  team  members  view  things.  

• Should  a  conflict  arise,  an  in-­‐person  meeting  will  be  scheduled  immediately  by  the  team  leader  and  everyone  on  this  IIT  MUST  attend.  

• To  protect  and  respect  each  other  and  uphold  the  professionalism  of  ourselves  and  Hawaii-­‐Pacific  University,  the  following  will  not  be  posted  on  any  public  internet  site:    concerns,  issues,  grievances,  and  any  meeting  recap  from  a  conflict  management  meeting.  

• NOTE:    COLLEGE  STUDENTS  ARE  ADULTS  AND  ARE  EXPECTED  TO  WORK  OUT  CONFLICT  AMONG  THEMSELVES  WITHOUT  INTERVENTION  BY  DR.  CHIN.    DR.  CHIN  IS  NOT  TO  BE  CONTACTED  TO  SERVE  AS  ‘MOM’  OR  ‘JUDGE’  FOR  INTER-­‐TEAM  CONFLICTS  (EXCEPT  IN  AN  EXTREME  EMERGENCY.)  

• NOTE:    Should  a  person  “quit”  the  team  due  to  conflict,  that  person  will  not  be  allowed  back  on  the  team  and  must  complete  the  project  entirely  on  his/her  own.    Alternatively,  that  person  may  choose  to  forgo  this  project,  thereby  forfeiting  points.    This  circumstance  only  applies  to  conflict  situations,  that  is,  this  project  is  not  intended  to  be  completed  entirely  on  one’s  own.    

Communication  Methods  

How  will  the  team  stay  in  touch  with  each  other?  What  are  the  expectations  for  frequency  of  communication?  What  if  there  is  an  emergency?  

• Our  IIT  will  stay  in  touch  by  checking  personal  e-­‐mail…  put  in  here  the  platform  you  will  use  to  communicate-­‐-­‐  could  be  Facebook…  on  a  daily  basis.  

• In-­‐person  meetings  will  take  place  at  least  2-­‐3  times  to  prepare  our  presentation.  o Each  IIT  member  will  be  responsible  in  informing  their  family  and  friends  in  advance  that  

these  meetings  may  last  anywhere  from  1  ½  to  2  hours.  o This  will  be  done  to  ensure  that  each  IIT  member  will  be  able  to  focus  on  the  task  at  

hand,  contribute  100%  in  areas  of  communication,  skills  and  time.  o In  the  event  of  an  emergency,  where  a  IIT  member  may  not  be  able  to  make  it  to  an  in-­‐

person  meeting,  he/she  must  call  two  (2)  IIT  members:  the  designated  Team  Leader  and  another  IIT  member.  

o IIT  member  must  take  the  responsibility  in  providing  their  completed  portion  of  the  assignment  to  the  designated  Team  Leader  or  another  IIT  member  as  soon  as  possible  but  no  later  than  one  (1)  hour  before  the  IIT  meeting.  

Conflict  Management  

What  are  potential  conflicts  that  might  arise  among  or  between  team  members  during  this  project?    Miscommunication  and  accountability  are  two  potential  conflicts  that  may  arise  during  this  project.    

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How  will  team  members  deal  with  these  and  other  conflicts?  

Should  a  conflict  arise,  all  IIT  members  must  meet  as  soon  as  possible  in  person  AS  SET  FORTH  ABOVE.    

• Discussions  must  be  done  in  a  respectful  manner.  • At  these  meetings,  only  one  IIT  member  to  speak  at  a  time.  • When  one  person  is  talking,  the  rest  of  the  IIT  is  to  listen  and  not  interrupt.  • Everyone  has  to  speak  up  at  these  meetings  to  ensure  that  all  issues/concerns  are  out  on  the  

table  to  discuss  and  resolve.  • At  these  meetings,  we’ll  have  one  designated  note  taker.  • The  note  taker  will  write  down  the  issues/concerns,  what  steps  the  IIT  decided  to  take  to  resolve  

the  issue/concern,  and  list  down  next  steps.  • The  meeting  recap  will  be  e-­‐mailed  to  Dr.  Chin  and  each  IIT  member’s  personal  address  within  

72  hours.  • To  protect  and  respect  each  other  and  uphold  the  professionalism  of  ourselves  and  Hawaii-­‐

Pacific  University,  the  following  will  not  be  posted  on  any  public  internet  site:    concerns,  issues,  grievances,  and  any  meeting  recap  from  a  conflict  management  meeting.  

Signatures  Each  team  member  will  sign  the  charter,  indicating  his  or  her  agreement  with  the  terms  of  the  charter.    Please  type  each  team  members  name  in  this  section,  and  allow  an  area  for  his/her  signature.    Dr.  Chin’s  Feedback  to  Students      

 

6.    Collaborative  Success:    Increasing  Intelligence  Team:    Scene  Production.      Working  as  a  team,  students  will  perform  theatre.    This  assignment  constitutes  the  Final  Group  Project  and  is  in  lieu  of  a  final  exam. This  assignment  will  be  fully  explored  in  class;  here  is  the  assessment  rubric:  

Increasing Intelligence Team Project: Production of Theatre Art  

Assessment Rubric Worth 22 points (continued next page)

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BACKGROUND WORTH 7 POINTS POINTS EARNED THIS SECTION:

The following are included: WORTH 2 POINTS: The genre (presentation technique) is identified. WORTH 5 POINTS: A brief overview of the play, addressing a description of the play’s general theme, plot, character development, and style, is included. This overview contains two scholarly citations in addition to the text.

Name of Play: Genre: Overview:

COLLABORATIVE DESIGN WORTH 8 POINTS POINTS EARNED THIS SECTION:

WORTH 2 POINTS: Theatrical Space: The team shows an understanding of the types of theatrical space. The team gives a justification for the space selected for the production of this play. WORTH 2 POINTS: Set Design: A concept for the play’s production is conveyed to an observer. The team exhibits an understanding of the needs of the play, as dictated by the script, by providing an analysis and justification for the basic design. What design choices were made to accommodate the needs of the play? Visuals and 3-dimensional samples are presented (including, but not limited to, miniature models, drawings, sketches, and/or PowerPoint projections.) WORTH 2 POINTS: Lighting/Effects Design: The team exhibits an understanding of the lighting/special effects needs of the play, as dictated by the script. What design choices were made to accommodate the needs of the play? A justification for the choices is given. WORTH 2 POINTS: Costume and Makeup Design: The team presents a credible costume design for the major characters and justification for it. Visuals and 3-dimensional samples are presented (including, but not limited to, fabric swatches, drawings, sketches, and/or PowerPoint projections.)

All speakers know the entire material well. Everyone on the team provided information about the production.

REALIZING THE PLAY WORTH 7 POINTS WORTH 2 POINTS: Auditions/Casting: The team made choices about the scene and which team member will play which part in order to bring the script to life. What were these choices? The team provides reason/justification for these decisions. The actors have memorized his/her parts. The scene is obviously rehearsed. WORTH 2 POINTS: Movement, Gesture, Props, Business: Within the presentation of the scene, these categories are addressed. Specific connections of these items to the script are noted. WORTH 3 POINTS: The team has worked together to create a preliminary design and realization of the play.

Total: 22 Points Possible TOTAL POINTS EARNED:

DR. CHIN’S NOTES UPON VIEWING YOUR PRESENTATION:

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HOW  YOU  EARN  POINTS     Dr.  Chin  does  not  “grade.”    Dr.  Chin  can  only  assess  the  work  you  choose  to  present  for  her  analysis  in  accordance  with  the  accompanying  rubric.    Dr.  Chin  is  there  to  guide  your  acquisition  of  knowledge  for  total  success  in  each  endeavor.    It  is  up  to  you  to  earn  the  points  you  want  to  earn.  

Activity  to  Earn  Points   Description   Number  of  Points  Possible  

INDIVIDUAL   Being  There  and  Engaged     28  

INDIVIDUAL   Presentation  PPTX   20  

INDIVIDUAL   Exam   15  

INDIVIDUAL   Critique  of  Tartuffe   10  

TEAM   Increasing  Intelligence  Team  

Charter  of  Understanding  

5  

TEAM   Production  of  Theatre  Art:    This  project  constitutes  the  final  examination  for  this  course  and  presentation  will  take  place  at  the  designated  time  and  place  in  accordance  with  the  HPU  Exam  Schedule  

22  

  TOTAL  POINTS  POSSIBLE     100  

 

HOW  THE  POINTS  YOU  EARN  CONVERT  TO  A  LETTER  GRADE  

Dr.  Chin  adheres  to  the  HPU  standard:  

Number  of  points  you  earn  

Letter  Grade   Number  of  points  you  earn  

Letter  Grade  

95-­‐100   A   74-­‐76   C  

90-­‐94   A-­‐   70-­‐73   C-­‐  

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87-­‐89   B+   67-­‐69   D+  

84-­‐86   B   64-­‐66   D  

80-­‐83   B-­‐   60-­‐63   D-­‐  

77-­‐79   C+   59  and  below   F  

 

All  work  is  analyzed  on  outcome  and  is  not  judged  on  effort.  

All  team  members  earn  the  same  number  of  points  for  the  partner  and  team  assignments.  

The  assignment  of  a  letter  grade  follows  HPU  policies  in  all  circumstances  (including,  for  example,  “incompletes”  or  “withdrawals.”)  

A  =  Clearly  stands  out  as  an  excellent  performer.    Has  unusually  sharp  insight  into  material  and  initiates  thoughtful  questions.    Sees  many  sides  of  an  issue.    Articulates  well  and  writes  logically  and  clearly.    Integrates  ideas  previously  learned  from  this  and  other  disciplines;  anticipates  next  steps  in  progression  of  ideas.    Example:  “A”  work  should  be  of  such  a  nature  that  it  could  be  put  on  reserve  for  all  students  to  review  and  emulate.    The  “A”  student  is,  in  fact,  an  example  for  others  to  follow.      

B  =  Grasps  subject  matter  at  a  level  considered  to  be  good  to  very  good.    Participates  actively  in  class  discussion.    Writes  well.    In  On-­‐Campus  environments,  speaks  well.    Accomplishes  more  than  the  minimum  requirements.    Produces  high  quality  work.    Example:    “B”  work  indicates  a  high  quality  of  performance  and  is  given  in  recognition  for  solid  work:  a  “B”  should  be  considered  a  high  grade.      

C  =  Demonstrates  a  satisfactory  comprehension  of  the  subject  matter.    Accomplishes  only  the  minimum  requirements,  and  displays  little  or  no  initiative.    Communicates  orally  (On-­‐campus  environments)  and  in  writing  at  an  acceptable  level  for  a  college  student.    Has  an  acceptable  understanding  of  all  basic  concepts.    Example:  “C”  work  represents  average  work.    A  student  receiving  a  “C”  has  met  the  requirements,  including  deadlines,  of  the  course.          

D  =  Quality  and  quantity  of  work  is  below  average  and  barely  acceptable.    Example:  “D”  work  is  passing  by  a  slim  margin.        

F  =  Quality  and  quantity  of  work  is  unacceptable.    Academic  credit  is  not  earned  for  an  F.    Example:  “F”  work  does  not  qualify  the  student  to  progress  to  a  more  advanced  level  of  course  work.  

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Instructor’s  feedback     Dr.  Chin  will  update  the  points  earned  by  each  student  on  a  regular  basis.    Project  assessment  will  be  provided  separately  within  three  days  after  the  submission  deadline  and  will  be  based  upon  the  rubric  provided  with  each  assignment.    A  student’s  private  email  will  be  answered  within  24  hours.  

Make-­‐up  work  and  Late  Submissions      Make-­‐up  work  and  late  submissions  are  not  accepted.    This  course  has  a  heavy  workload.    It  is  not  a  good  idea  to  miss  any  sessions  or  readings  unless  you  are  in  the  situation  beyond  your  control  that  prevents  you  from  learning.    In  this  case  contact  Dr.  Chin  as  soon  as  you  can  and  discuss  your  options.    Under  extraordinary  circumstances,  adjustment  is  handled  on  an  individual,  case-­‐by-­‐case,  basis  between  the  individual  student  and  Dr.  Chin  only.  

Special  Needs:     Under  the  Rehabilitation  Act  of  1973  (Section  504),  the  Americans  with  Disabilities  Act  (ADA),  Title  III  (Public  Accommodations)  and  Title  V  (Employment)  and  the  Hawai'i  Fair  Employment  Practice  Law,  Hawai'i  Pacific  University  does  not  discriminate  against  individuals  with  disabilities.    If  you  are  a  student  with  special  needs,  as  addressed  by  the  Americans  with  Disabilities  Act,  and  need  any  course  materials  provided  in  an  alternative  format,  please  contact  your  HPU  ADA  advisor.  Reasonable  efforts  will  be  made  to  accommodate  your  special  needs.  

Academic  Integrity  Statement:     Dr.  Chin  adheres  to  HPU  policies  relative  to  academic  integrity.    Please  be  familiar  with  the  HPU  policies:        

HPU’s  Academic  Integrity  policy  states  that  any  act  of  academic  dishonesty  will  incur  a  penalty  up  to  and  including  expulsion  from  the  University.    A  student,  who  cheats  on  an  academic  exercise,  lends  unauthorized  assistance  to  others,  or  who  hands  in  a  completed  assignment  that  is  not  his  or  her  work  will  be  sanctioned.    The  term  “academic  exercise”  includes  all  forms  of  work  submitted  either  electronically  or  on  paper  for  points,  grade,  or  credit.  

http://www.hpu.edu/StudentServices/AcademicIntegrity/index.html    Please  be  familiar  with  the  full  Academic  Integrity  Policy  in  the  HPU  student  handbook.  

Academic  Honesty  Policies  and  Procedures      Please  see  link  to  the  HPU  2010  Academic  Catalog  http://www.hpu.edu/academic_catalog/docs/acad_catalog2010.pdf      

Ω